STEAM's approach to physics: The impact of using LEGO robotics elements on academic achievement in laboratory classes

Kazhymukan Kelesbayev (), Sherzod Ramankulov (), Makpal Nurizinova (), Bakytzhan Kurbanbekov () and Amin Pattayev ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 1, 469-480

Abstract: Using robotics elements in physics laboratory classes is a method to implement the STEM (science, technology, engineering, and mathematics) approach. This study aims to identify the prerequisites and features of using the LEGO EV3 set (LEGO Mindstorms series from the robotics designer) in laboratory classes in teaching physics. Methods of system analysis using keywords and constructivist research methods were used for articles published in high-ranking journals during the study. A pedagogical study was also conducted in physics laboratories to assess the effectiveness of LEGO robotics elements in the implementation of interdisciplinary STEM projects. The pedagogical study involved 167 students (85 students in the control group and 82 students in the experimental group). During laboratory classes, students in the experimental group were taught using the LEGO EV3 set which allows them to create simple and complex mechanisms using a programming language. A written control work was used which was evaluated on a 10-point system as a means of collecting data. The effectiveness of LEGO robotics elements was assessed using a differential analysis of pre-and post-training scores based on the t-test. Scores after the educational process were in the experimental group (x = 7.6) while scores before were in the experimental group (X = 5.004). The results of the study showed that the use of LEGO robotics elements in STEM-based laboratory classes has a positive effect on the development of educational achievements.

Keywords: Elements of robotics; Interdisciplinary continuity; LEGO; Physics learning; STEM education; STEM project learning. (search for similar items in EconPapers)
Date: 2025
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